Shall We Play A Game? Examining the Influence of a Play-Based Learning Approach Using LEGO Bricks on Higher Education Students’ Perception of Academic Stress and Continuation Intention

Jie Min Ho (Faculty of Business, Curtin University, Miri, 98009, Malaysia)
Ivy Siaw Hung Hii (Faculty of Business, Curtin University, Miri, 98009, Malaysia)
Qian Hui Ting (Faculty of Business, Curtin University, Miri, 98009, Malaysia)
Fayrene Yew Leh Chieng (Faculty of Business, Curtin University, Miri, 98009, Malaysia)
Ka Yii Yip (Faculty of Business, Curtin University, Miri, 98009, Malaysia)

Acta Pedagogia Asiana
Volume 5 - Issue SI - 2026

Academic stress and student retention are pressing concerns in higher education. This study investigates the impact of a play-based learning (PBL) pedagogy, utilizing LEGO bricks and the Brickit mobile application, on students’ self-perceived academic stress and their intention to continue engaging with such methods. A quasi-experimental activity was conducted with 105 commerce undergraduates. Following the activity, 100 participants completed a cross-sectional survey measuring their evaluation of the PBL approach, perceived academic stress, and continuation intention. Regression analysis revealed that a positive evaluation of the PBL approach was a significant predictor of lower perceived academic stress (β = 0.355, p < 0.001) and higher continuation intention (β = 0.174, p < 0.01). The findings suggest that integrating playful, hands-on elements into curricula can create a more engaging and less stressful learning environment, potentially fostering greater student persistence. This study supports the adoption of innovative, experiential pedagogies to address well-being and engagement challenges in tertiary education.